Mapping Paradigms and Theories in Comparative, International, and Development Education (CIDE) Research

A number of theoretical paradigms provide a networking space for the trio and complementary fields of comparative, international, and development educational (CIDE) research. Critics periodically attribute the field's lack of a sound theoretical base or commitment to one area of scientific research or another as a primary weakness in the field.¹ Espoused theoretical paradigms often provide the knowledge debate arena in which academic fields interact and build together. In an alternative perspective from this criticism, we argue that the strength of the CIDE field resides in its ability to combine multiple theoretical perspectives that offer researchers a variety of potentially fruitful metatheoretical analyses. Thus, we do not view this lack of theoretical specification as a weakness; it is the very fabric that enables CIDE educationists to study and represent increasingly complex global and local education systems.